Nandini Hayes

Nandini Hayes is a Reader in Medical Sciences at the Centre for Medical Education, Institute of Health Sciences Education, Faculty of Medicine and Dentistry, Queen Mary University of London. She joined Barts and the London School of Medicine in 2016 after teaching positions at the University of East London, University of Roehampton, and University of Kent. Her academic roles include co-module lead for Fundamentals of Medicine (MBBS Year 1) and Practical Skills for Professionals II (CCFS course), Principle Internal Examiner for Year 2, and Joint Lead for Problem-Based Learning.

Her educational background comprises a Medical Biochemistry degree from Royal Holloway College, University of London, and postgraduate research in neuronal cell biology at the University of Kent.

Dr. Hayes' research demonstrates significant evolution across three decades: early work focused on neuronal cytoskeleton mechanics and spectrin-associated proteins, transitioning to cancer biology (neuregulin signaling in prostate/breast cancer, industrial protein production), and currently centering on medical education innovation. Her present work develops a 4-week transition program for medical/dental students and identifies post-pandemic teaching innovations, reflecting her adaptation to contemporary educational challenges.

Analysis of her 15 publications (1991-2017) reveals a distinct trajectory from fundamental neuroscience to translational oncology and now educational scholarship. Current projects examine pandemic-driven adaptations across UK medical schools, emphasizing digital education and student support systems while maintaining rigorous assessment standards.

Her scientific recognition includes:

• ASME Board Award (£20,000) for pandemic medical education research

She actively supervises undergraduate research through BSc Module BIO603 and student-selected components while leading the MEDPRO supervision program. Her ASME-funded project investigates systemic changes in admissions, curriculum design, and widening participation across 40+ UK medical schools, positioning her at the forefront of educational reform.

As a core member of the Centre for Medical Education, she drives innovation in the Faculty of Medicine and Dentistry through evidence-based teaching practices, particularly in post-pandemic educational recovery and student transition support systems.